Day 1: Introduction to American Studies
1. Introductions
2. Syllabus and Class Expectations
3. Scavenger Hunt
4. Photo Gallery
5. Abacus
6. Grammar Cheat Sheet (CHEAT SHEET #1).
A. Subjects and predicates.
B. Sentence fragments.
Day 2: Puritan Art
1. Set the Purpose
A. Gain an understanding of everyday life in Puritan America.
B. Be able to define Puritan Plain Style
C. Be able to locate textual examples of Puritan Plain Style in Bradstreet and Taylor's poetry and in Edwards's sermon.
D. Be able to identify elements of Puritanism/Puritan Plain Style in modern magazines.
E. Be able to identify the comma splice error.
F. Be able to correctly connect independent clauses in four ways.
2. Activate prior knowledge
A. Look at photo on page 87
B. Activity: ABC's of Puritanism (Worksheet)
3. Monitor Comprehension
A. Read "Pilgrims and Puritans" on page 5 and "In Adam's Fall/We Sinned All" on page 7.
B. Read "Literary Focus: 'The Puritan Plain Style'" on page 89 (INFO. SHEET).
1. Introduce the Frayer Model.
2. Put Puritan Plain Style into Literary Terms Log (LTL) using the Frayer Model.
3. Discuss examples and non-examples.
C. Read "To My Dear and Loving Husband" (90-91) orally and discuss how Bradstreet uses each characteristic of Puritan Plain Style.
D. Read "Huswifery" (92-93) orally and discuss how Bradstreet uses each characteristic of Puritan Plain Style.
E. Read "Sinners in the Hands of an Angry God" orally.
1. As I read, locate quotes and portions of quotes that illustrate Puritan Plain Style and mark those passages with sticky notes.
2. On each sticky denote which characteristic is illustrated.
3. Discuss findings in small groups AND reconsider your ABC's worksheet (Can you fill in the blanks? What changes would you make? Could you be more specific?). Does this sermon fit into Puritan Plain Style?
F. Collage: the Puritan influence (WORKSHEET).
4. Grammar (CHEAT SHEET #2)
A. Setting the Purpose: You will be using these techniques in your first writing assignment.
B. K-W-L: Joining independent clauses.
C. Write two independent clauses on board about Jon Edwards. How can we join these two sentences?
1. comma NO
2. comma and coordinating conjunction YES
3. semicolon YES
4. semicolon and conjunctive adverb or transitional phrase YES
5. colon YES
D. 249-250 in grammar book
E. Assignment: Create four sentences about Puritanism. Each sentence should use one of the techniques above. You must use each technique at least once.
Day 3: Why Study History?
1. Set the purpose.
A. Using a Venn diagram, be able to compare/contrast Puritanism/Puritan Plain Style and the Age of Reason.
B. Be able to define parallelism, charged words, restatement, repetition, and rhetorical question.
C. Be able to locate the above in persuasive writing.
D. Be able to utilize the above in your own persuasive writing.
2. Activate and assess prior knowledge.
A. Ten minutes on internet to research: characteristics of the Age of Reason AND the American Revolution.
B. Read "The Story of the Times" on 120-125.
C. In pairs, create a Venn diagram comparing/contrasting Puritanism/American Revolution AND Puritan Plain Style/Age of Reason.
3. Monitor Comprehension
A. Read "Literary Focus," "Reading Strategy," and "Grammar and Style" on 139.
B. Read "Literary Focus" and "Reading Strategy" on 167.
C. Put parallelism, charged words, restatement, repetition, and rhetorical question into LTL using the Frayer Model.
D. Discuss examples and non-examples.
E. Read "Speech in the Virginia Convention" and "The Declaration of Independence" orally.
F. Discussion Web: Did the colonists have good reasons for declaring their independence?
G. Worksheet (WORKSHEET).
4. Organize, capture, and remember what is read.
A. Writing Prompt (PROMPT) for Essay #1: Persuasive Essay (Editorial, Pamphlet, and Speech).
B. Read “Writing Process Workshop: Editorial” on pages 161-163 in the textbook.
C. Pair Share: Brainstorm/List possible topics.
Day 4: Miscellaneous
1. Set the purpose.
A. Grammar
1. Joining independent clauses.
2. Dependent clauses vs. independent clauses.
B. First ten vocabulary words.
C. Work on Persuasive Essay.
1. Introduce Paine's Common Sense.
2. Introduce the idea of a pamphlet.
3. How to turn persuasive essay into an editorial and a speech.
Day 5: 19th Century/Women's Declaration of Sentiments Activity
1. Set the purpose.
A. Recognize and value the role of women in the Age of Reason.
B. Recognize and value the role of women in the modern political era.
2. Activate and assess prior knowledge.
A. K-W-L
3. Monitor comprehension
A. Put personification into LTL using Frayer Model.
B. Review definitions of parallelism, charged words, restatement, repetition, and rhetorical question.
C. Read information on page 148.
D. Read Wheatley's poetry and mark examples of personification with sticky notes.
E. Read excerpts from letters between Abigail and John Adams.
F. Read "Republican Motherhood: The American Revolution and Early New Nation" (Riley). Use Save the Last Word for Me.
4. Organize, capture, and remember what is read.
A. Fill in "What You Learned" on K-W-L.
A. You will be assigned a modern female.
B. Create research document to be displayed on this website.
C. Include history, professional information, political influence, and a picture.
5. Work on Persuasive Essay.
Day 6: Art Day
1. Organize, capture, and remember what is read: English Test over Units 1 and 2.
2. Unit 3 Independent Project (Lesson 1) (Lesson 2) (Lesson 3) (Lesson 4) (See my PowerPoint)
3. Work on Persuasive Essay.
Day 7 History of Slavery
1. Set the purpose.
A. Generally, be able to describe the literature from1850-1914.
B. Be able to define regionalism, realism, and naturalism.
C. Become familiar with pre-Civil War conditions especially for the slaves.
D. Present persuasive speech, hand out pamphlets, and hand in editorial essay.
2. Activate prior knowledge.
A. Introduce SQ3R (Survey, Question, Read, Recite, and Review).
B. Read "Literature of the Period" on 436-437.
B. Ticket out of class = Describe each of the following: "Wartime Voices," "Frontier Voices," and "Literature of Discontent"
A. K-W-L with Frederick Douglass.
B. Read page 456.
3. Monitor comprehension
A. Reading Strategy on page 457.
B. Students will keep double-sided notes while they read 458-463.
C. Students will keep double-sided notes while they read "American Slave Narratives: An Online Anthology"
D. Fill in "What You Learned" on K-W-L
4. Speech presentations.
Day 8
1. Objective
A. Grammar
1. Review subjects, predicates, sentence fragments, independent clauses, and dependent clauses.
2. Phrases
B. Vocabulary (the first twenty words)
C. "An Occurrence at Owl Creek Bridge"
1. Activate prior knowledge.
A. Posters
1. Groups of three
2. Conduct Internet research to find out techniques used by both the Confederate and the Union to recruit new soldiers.
3. Develop a poster that could have been used by one of the two sides to recruit volunteers.
4. Present your poster to the class.
B. Ambrose Bierce mini-lecture
1. Raised in poverty on a farm.
2. Union officer in the Civil War
3. .“The poverty in which he was raised fostered Bierce’s unsentimental, pessimistic view of the world; the brutality he saw during the war cemented his cynicism” (466).
4. Pessimism and cynicism found in his writing. Define and find 2 examples.
5. Called “Bitter Bierce” because of writing full of death and cruelty!
2. Set the purpose.
A. Be able to define pessimism and cynicism.
B. Be able to locate textual examples of pessimism and cynicism in "Bitter Bierce's" story.
C. Be able to define foreshadowing, point of view, objective point of view, and third-person limited point of view.
D. Be able to locate textual examples of foreshadowing, point of view, objective, and third-person limited point of view.
E. Be able to answer this question: In "An Occurence at Owl Creek Bridge," a civilian who believes that all's fair in love and war finds himself in a life-threatening situation. Does war justify actions that would be deemed unfair in times of peace?
3. Monitor comprehension
A. Put the following terms into your LTL using the Frayer Model: foreshadowing, point of view, objective point of view and third-person limited point of view.
B. Sticky note three examples of foreshadowing.
C. Sticky note where the point of view changes.
D. Read 468– 475.
4. Organize, capture, and remember what is read.
A. Answer the question: Does war justify actions that would be deemed unfair in times of peace?
B. Consider the story.
C. Consider other wars.
D. Consider modern issues.
E. Two pages typed, double-spaced, and in 14-point font.
Day 9 Gunfighters and Outlaws: What is Frontier Justice?
1. Set the purpose.
A. Be able to define regionalism.
B. Be able to locate textual examples of regionalism.
C. Be able to answer this question: Why was this the perfect time in history for the spread of regionalism?
2. Activate prior knowledge.
A. Review Wookey’s lecture: “Gunfighters and Outlaws: What is Frontier Justice.”
B. Pre-reading Predictions using Wookey’s lecture, the title, vocabulary, and pictures in the text (bonus points for student with closest predictions).
C. Discuss.
3. Monitor comprehension.
A. Regionalism
1) Define on board.
2) Students will do Frayer Model in Literary Term Log (LTL).
3) Students will mark textual examples of regionalism using sticky notes.
a. Locate quotes or portions of quotes that reflect regionaliam.
b. Mark with a sticky note.
c. On sticky note, denote whether this quote is an example of regionalism through explanation of customs and attitudes, accurate representation of local speech patterns, and a description of the unique environment.
d. Pair-share.
e. Ticket out of class: Make a circle map defining regionalism.
4. Organize, capture, and remember what is read.
A. Consider Wookey’s lecture, the story, the definition of regionalism, and your textual examples of regionalism.
B. Answer this question: Why was this the perfect time in history for the spread of regionalism? Two pages typed, double-space, and 14 pt. font.
Day 10
1. Set the purpose.
A. Be able to define realism.
B. Be able to apply realism to short story by finding textual examples.
C. Be able to define naturalism.
D. Be able to apply naturalism to short story by finding textual examples.
E. Using a graphic organizer, compare and contrast realism, regionalism, and naturalism.
2. Activate and assess prior knowledge.
A. Review Romanticism.
B. K-W-L: Realism
C. Read first paragraph of "Literary Focus" on 441. Listen to Hansen's extra information.
D. Put realism into LTL using the Frayer Model.
E. Consider: "An Occurrence at Owl Creek Bridge" and "The Outcasts of Poker Flats"
1. Pair Share: Create a circle map with examples of realism from both stories.
2. Discuss
F. K-W-L: Naturalism
G. Read second paragraph of "Literary Focus" on 441. Listen to Hansen's extra information.
H. Put naturalism into LTL using the Frayer Model.
I. Consider "An Occurrence at Owl Creek Bridge" and "The Outcasts of Poker Flats"
1. Pair Share: Create a circle map with examples of naturalism from both stories.
2. Discuss.
3. Monitor comprehension
A. Read "A White Heron."
B. With sticky notes, mark examples of realism, regionalism, and naturalism.
C. Discuss
D. Read "To Build a Fire."
E. With sticky notes, mark examples of realism, regionalism, and naturalism.
F. Discuss
4. Organize, capture, and remember what is read.
A. Create a graphic organizer that compares and contrasts realism, regionalism, and naturalism.
B. Include textual examples from "A White Heron" and "To Build a Fire."
Day 11 Playing the Farming Game
1. Set the purpose.
A. Gain an understanding of the problems of urbanization in the late 1800s and early 1900s.
B. Apply this new understanding to Crane's story Maggie: A Girl of the Streets.
C. Keep a journal in which students: summarize main events, apply literary terms, and question the text.
D. Note textual examples of regionalism, realism, and naturalism.
2. Activate and assess prior knowledge.
A. Read "One American's Story" on 282 of history book and study the picture.
B. Close books and jot down everything that you recall from information and photo.
C. Visit http://www.bartleby.com/208/. This site features Jacob A. Riis's How the Other Half Lives: Studies Among the Tenements of New York.
D. Click on "Illustrations."
E. In pairs, students will create an information guide to the tenements of New York.
F. Include illustrations, facts, pertinent direct quotes.
G. E-mail your information guide to me.
3. Monitor comprehension
A. Introduce the Maggie: A Girl of the Streets Journal Project.
B. For each chapter, students will do the following:
1. Summarize the events (5 sentences).
2. Ask five questions of the text (You should use literary terms such as .
a. Why is this character doing this?
b. What might this mean?
c. What does this word mean?
d. Who is this new character?
e. When will this character get a clue about . . .?
3. Reflect (5 sentences).
a. I am wondering why the author . . .
b. This part confuses me because . . .
c. This reminds me of . . .
d. I can't believe this character said or did . . .
e. I can predict . . . because . . .
4. Record examples of regionalism, realism, and naturalism (5 examples)
5. You will receive bonus points for any vocabulary words that you look up, give the part of speech, and use correctly in a sentence.
C. You may record your journal on your computer, but you will turn in a hard copy/print out at the end.
D. Direct students to http://www.pagebypagebooks.com/Stephen_Crane/Maggie_A_Girl_of_the_Streets/
E. I will read chapter 1 out loud and will perform a think-aloud to show students how journals work.
F. Students will read through chapter 4 and complete journal entries for each chapter.
Day 12 America Builds an Empire
1. Organize, capture, and remember what is read.
A. Go chapter by chapter. Discuss summaries.
B. Pair share using your questions.
C. Discuss reflections and questions in large group.
D. Record examples of regionalism, realism, and naturalism on the board.
2. Read through chapter 8 and complete journal entries for each chapter.
3. Grammar: appositives and appositive phrases
4. Vocabulary
A. Quiz over first twenty words.
B. Introduce next ten words.
C. Create a graphic organizer for each word.
Day 13 Unit 1 History Test and Family Tree Project
1. Organize, capture, and remember what is read.
A. Introduce story maps.
B. In pairs, create a story map for each chapter.
C. Pair share using your questions.
D. Discuss reflections and questions in large group.
E. Record examples of regionalism, realism, and naturalism on the board.
2. Read through chapter 12 and complete journal entries for each chapter.
3. College Admissions Essay
A. Activate prior knowledge: Has anyone written one? Have students read mine.
B. Set purpose: admission to college.
C. Monitor comprehension
1. Read through 465.
2. Use book's graphic organizer to help you collect your thoughts.
3. Outline it.
Day 14 Unit 1 Test Back, Family Tree Project, AND Video: 1900-1909
1. Organize, capture, and remember what is read.
A. Go chapter by chapter. Discuss summaries.
B. Introduce character map.
C. Create a character map for your assigned character.
D. Pair share using your questions.
E. Discuss reflections and questions in large group.
F. Record examples of regionalism, realism, and naturalism on the board.
2. Read through chapter 16 and complete journal entries for each chapter.
3. College Admissions Essay
A. Discuss some ideas from various students.
B. DRAFT
Day 15 Finish video AND Discuss Big Business
1. Organize, capture, and remember what is read.
A. Go chapter by chapter. Discuss summaries.
B. Pair share using your questions.
C. Discuss reflections and questions in large group.
D. Record examples of regionalism, realism, and naturalism on the board.
2. Read through chapter 19 orally and in-class and complete journal entries for each chapter.
3. Discuss the ending.
4. College Admissions Essay
A. Pair share/Peer review what you have written so far.
B. FINISH
Day 16 Expansion of Big Business
1. Maggie: A Girl of the Streets Assessment
2. Grammar: Review independent and dependent clauses. Review techniques for combining independent clauses. Review appositives and appositive phrases.
3. Vocabulary (the next ten words = Unit 2)
Day 17 Immigration Day at Ellis Island AND Ethnic Food Day
1. College Admissions Essay DUE
2. Set the purpose.
A. Students will become familiar with Ellis Island through a Internet Web Quest and role playing.
B. Students will comprehend immigrants' differing and changing attitudes toward America through poems and songs.
3. Activate and assess prior knowledge.
A. Web Quest featuring immigrants and their stories.
B. Students will choose and follow one immigrant through a brief introduction to their life in Europe, their decision to come to America, their voyage, and their passage through Ellis Island.
4. Monitor comprehension
A. Pair share interview.
B. Students will answer each other's questions about their immigrants
1. Describe their life in Europe.
2. What caused them to leave?
3. What were their attitudes toward America when they left?
4. Describe their voyage.
5. Did they enter and exit Ellis Island or were they detained?
6. Why were they detained?
7. How do you think your immigrant's attitudes toward America changed when they arrived?
8. How do you think your immigrant's attitudes toward America changed after two years?
9. . . .five years?
10. . . . ten years?
C. Ticket out of class: Use the above questions to write a short biography on your immigrant.
D. Read "The Big Colollus" by Emma Lazarus. Go to http://xroads.virginia.edu/~CAP/LIBERTY/lazaruspoem.html.
E. Why does this sound familiar to you?
F. What attitudes does this poem suggest about immigrants coming to America?
G. Were these attitudes shared by all?
H. Read the critique.
I. Read "Unguarded Gates" by Thomas Bailey Aldrich. Go to http://xroads.virginia.edu/~CAP/LIBERTY/aldrich.html.
J. What attitudes does this poem suggest about coming to America?
K. Compare and contrast the two poems themes.
L. Read the critique.
M. Read "America."
N. Tell when this poem was published and discuss how attitudes have changed/stayed the same.
5. Organize, capture and remember what is read.
A. Write a compare/contrast essay in which you consider the classroom activities surrounding Ellis Island, the FOOD, and the poems.
B. Two page typed, double spaced, 14 point font.
Day 18 Miscellaneous
1. Set the purpose.
A. Read and interpret poetry from the turn of the century and early 1900s.
B. Define and find textual examples of true, slant, end, and internal rhyme.
C. Be able to apply elements of figurative language to poems.
D. Answer these questions: Which poem did you like the most? the least? why?
2. Dunbar
A. Activate prior knowledge.
1. Show a picture of Frederick Douglass.
2. Jot down facts on the board.
3. Read 598 and discuss why Dunbar would be interested in Douglass.
B. Monitor comprehension
1. Read "Literary Focus" and "Reading Strategy" on 599.
2. Put true, slant, end, and internal rhyme into your LTL using the Frayer Model.
3. Read "Douglass" and "We Wear the Mask" on 600-601.
4. Use sticky notes to mark examples of true, slant, end, and internal rhymes.
5. Pair share: Answer the "Critical Thinking" questions on page 602.
C. Organize, capture, and remember what is read.
1. Create a mask.
2. One page typed, double-spaced, and 14-point font: Describe the person who wears this mask (It might be you, it might be a friend, it might be someone famous, OR it might be someone fictious).
3. Robinson and Masters
A. Activate prior knowledge. Read 604.
B. Monitor comprehension
1. Read "Luke Havergal" orally.
2. Read poem over again silently.
3. Jot down 5 questions and thoughts as you read.
4. Pair share: Discuss your questions and thoughts.
5. Large group discussion.
6. Repeat with "Richard Cory," "Lucinda Matlock," and "Richard Bone.
7. Worksheet on figurative language.
C. Organize, capture, and remember what is read.
1. Ticket out of class
2. Reaction: Which poem did you like the most and why? Which did you like the least and why?
Day 19 Life in the cities - Immigration AND excerpts from Angela's Ashes
1. Set the purpose.
A. Grammar
1. Review.
2. Possessives and apostrophes
B. Vocabulary (the next ten words).
C. Excerpts from Angela's Ashes.
Day 20 Life in the cities - Immigration and Culture
1. Activate and assess prior knowledge
A. Go to and read http://womenshistory.about.com/library/bio/blbio_addams.htm
B. Word sort: reform, social reform, urban poor, settlement houses, immigrants, urbanization, educational services, cultural services, social services, illiterate, social responsibilities
C. Read 286-287 in history text.
2. Set purpose and goal
A. Understand social responsibility felt by Jane Addams.
B. Pinpoint her endeavors at social reform.
3. Monitor comprehension
A. Read "The Subjective Necessity for Social Settlements" at http://douglassarchives.org/assa_a02.htm
B. Group work: Save the Last Word for Me.
C. Each group will read a chapter and teach it to the class. Go to http://womenshistory.about.com/library/bio/blbio_addams.htm and click on Twenty Years at Hull-House
D. Browse through the "Plates."
4. Organize, capture, and remember what is read.
A. Create a graphic organizer.
B. Pinpoint Jane Addams's endeavors at social reform.
Day 21 Mergers of Big Business and Labor
1. Set purpose
A. Define and find textual examples of irony, verbal irony, dramatic irony, and situational irony.
B. Consider the changing role of women in society and in literature.
C. Answer this question: What great social changes does the inner transformation of this character foreshadow?
2. Activate and assess prior knowledge.
A. Discuss and record what we know about women's rights during this time period.
B. Consider: Role of women in society. ******* Web site on typical female.
C. Consider: Role of women as authors and as characters in literature so far.
D. Consider: How will this role change?
3. Monitor comprehension.
A. Read 590. Reconsider, add to, and change our lists on the board.
B. Put irony, verbal irony, dramatic irony, and situational irony into LTL using Frayer Model.
C. Read "Reading Strategy" on 591.
D. Read "The Story of an Hour" and fill in chart.
E. Discuss examples.
4. Organize, capture, and remember what is read.
A. Ticket out of class. Define each of the ironies. Find one textual example for each.
B. Worksheet: page 176 in Selection Support.
Day 22 Progressivism
1. Set purpose.
A. Compare/contrast life in a city (Boston) and life in a little Nebraska village.
B. Define characterization and interpret characterization through quotations.
2. Activate and assess prior knowledge.
A. Prereading Predictions for bonus points. Use vocabulary, title, pictures, and some quotes.
B. Discuss
3. Monitor comprehension.
A. Read 612.
B. Put characterization into LTL using Frayer Model.
C. Read "Reading Strategy" on 613.
D. Read and fill out worksheet (Selection Support 188) as you read.
4. Organize, capture, and remember what is read.
A. Create a Venn diagram comparing and comtrasting Boston and "a little Nebraska village."
B. Finish worksheet.
Day 23 Theodore Roosevelt and the Square Deal/Review
1. Grammar
2. Vocabulary Quiz and next ten words.
3. Unit 4 Review of realism, regionalism, and naturalism as well as other literary terms using episodes of "Friends," "CSI," and "Survivor."
Day 24 History Test - The Progressives - Unit 3
Unit 4 Review - finish review using television shows AND you create the study guide in groups.
Day 25 Introduction to Unit 4 - the United States get involved as a world leader.
1. Unit 4 TEST for English = Organize, capture, and remember what is read!
2. Introduction to Unit 5
A. Set purpose.
1. Create a mural or graph which illustrates the historical events from this time period and the mood (optimistic or pessimistic) for each event.
2. Define Modernism and apply definition to literature of this time period.
B. Activate and assess prior knowledge.
1. The graph/mural.
a.. Peruse timeline on 634-635. Survey headings and skim information from "Historical Background" 636-637.
b. Create a graph or mural that features the historical events and illustrates the country's optimism or pessimism.
2. Definition of Modernism: Modernists sought to capture the essence of modern life in both the form and content of their work. Put definition on the board and discuss.
a. Read "Literature of the Period" 638-639.
b. Put Modernism, Imagism, expatriates, stream-of-consciousness technique, and the Harlem Renaissance into your LTL using the Frayer Model.
c. Discuss
Day 26 The Great War - List the Causes.
1. Activate and assess prior knowledge.
A. Start with this quote from the English text: "The years immediately preceding World War I were characterized by an overwhelming feeling of optimism . . . Americans were confident and carefree as the troops set off overseas. That cheerful mood soon passed" (636-637).
B. What caused this shift?
C. What literary movements (discussed yesterday) reflect these changes?
D. Read 768. Focus on the fact that Sandburg published his Chicago Poems in 1916, one year prior to America entering WWI.
2. Set the purpose.
A. Our purpose: Are Sandburg's Chicago Poems optimistic as these were written before the war? Are his poems after the war still optimistic?
B. Discussion Web utilizing this question.
C. Read one poem and analyze the level of optimism as well as the elements of figurative language evident in the poem.
3. Monitor comprehension.
A. Put apostrophe into LTL using the Frayer Model.
B. Discuss.
C. Introduce elements of figurative language worksheet.
D. Hansen will do a think-aloud for "Chicago." Hansen will analyze level of optimism and elements of figurative language.
E. Go to http://www.bartleby.com/165/index1.html.
F. Each student will be assigned a poem, which they will read, analyze the level of optimism, and note the elements of figurative language.
G. Discuss
H. Read "Grass" and discuss the similarities and/or differences
4. Organize, capture, and remember what is read.
A. Write a reaction paper in which you address the Sandburg poems we have read including your assigned poem from the Internet. Does Sandburg's poetry remain optimistic, even after the war? What elements of figurative language did we discover? How might we describe Sandburg's style?
Day 27 Finish movie Sargent York
1. Activate and assess prior knowledge.
A. Read the iceberg quote at http://www.csustan.edu/english/reuben/pal/chap7/hemingway.html#iceburg.
B. Read the biography on 728.
C. Read the "One-Minute Insight" on 731.
2. Set the purpose.
A. Define and note textual examples of first-person narrator.
B. Answer these questions: How does the story reflect the sense of disillusionment that arose during World War I? Stylistically, how does this story relate to Hemingway's iceberg theory?
3. Monitor comprehension
A. Put first-person point of view into LTL using Frayer Model.
B. Read "In Another Country" 731-734.
C. Discuss Hemingway's use of first-person narrator.
D. Discuss: Apply the iceberg quote.
E. Discuss: How does Hemingway portray disillusionment?
F. Ticket out of class: Your reaction to Hemingway. Like? Dislike? Why?
4. Vocabulary (next ten words).
5. Grammar: Punctuation
Day 28 Trench warfare
1. Activate prior knowledge.
A. Reread the iceberg quote.
B. Review "In Another Country."
2. Set the purpose.
A. Answer these questions: How does the story reflect the sense of disillusionment that arose during World War I? Stylistically, how does this story relate to Hemingway's iceberg theory?
3. Monitor comprehension
A. Go to http://www.fti.uab.es/sgolden/docencia/hills.htm.
B. Read "Hills Like White Elephants" out loud.
C. We will discuss textual clues as we read.
D. Read "A Clean, Well-Lighted Place."
E. Freewrite: Which story did you like the best and why?
4. Organize, capture, and remember what is read.
A. Choose one of today's stories.
B. Create a graphic organizer that revolves around one of the above questions.
5. Finish vocabulary and grammar.
Day 29 Map of Europe
1. Sherwood Anderson and "The Corn Planting"
A. Activate prior knowledge
1. Interest Grabber on 730.
2. Pair Share - You are the bearer of bad news. In your group decide how you will pass on the bad news.
3. Discuss and role play
4. Anderson's "The Corn Planting" revolves around just such a scenario.
B. Set the purpose
1. Be able to define "grotesque."
2. Be able to determine why and how Anderson's characters are grotesque.
3. Answer this question: Which character do you identify with the most? Why?
4. Consider Anderson's stylistic use of first person narrator.
5. Discussion Web: Does the narrator present the bad news efficiently?
C. Monitor comprehension
1. Read biography on 728 and go to http://www.bartleby.com/156/index.html and read "The Book of the Grotesques."
2. Class discussion: define "grotesque."
3. Read "The Corn Planting" 735-739.
4. Fill in discussion web as you read.
5. Discuss
D. Organize, capture, and remember what is read
1. Consider this quote: "He [Anderson] captures the sense of isolation hidden beneath the surface of the characters' seemingly uneventful lives" (728).
2. List: Choose one of the characters and list how and why he/she is a grotesque.
Day 30 Play War Games
1. Sherwood Anderson and Winesburg, Ohio
A. Activate prior knowledge - Review the definition of grotesque.
B. Set the purpose.
1. In groups, read and analyze one story from Winesburg, Ohio.
2. Create a five slide PowerPoint in which you:
a. Summarize the story.
b. Describe the main character.
c. Analyze the text. EXPAND
d. Determine how and why the character is a grotesque.
C. Monitor comprehension
1. Assign groups (2-3) and stories.
2. Go to lunchroom and read.
3. Groups should read out loud.
4. As group reads, one member should record questions and thoughts that pop into group members' heads.
5. Discuss your ideas.
6. Use the Internet to research further information or to "check" your information.
7. Create your PowerPoint.
Day 31 The Great War - discuss the fighting in Europe
1. Vocabulary Quiz and next ten words
2. Grammar
3. Sherwood Anderson and Winesburg, Ohio
A. Organize, capture, and remember what is read.
1. Work on PowerPoint.
2. PowerPoint presentations.
Day 32 Discuss the role of the Doughboys in WWI.
1. PowerPoint Presentations over Winesburg, Ohio.
Day 33 Reshaping the World - Wilson's 14 points.
1. Finish PowerPoint presentations.
2. T.S. Eliot and "The Love Song of J. Alfred Prufrock."
A. Activate and assess prior knowledge.
1. "Modernists constructed their works out of fragments, omitting the expositions, transitions, resolutions, and explanations used in traditional literature. The themes of their works were usually implied, rather than directly stated, created a sense of uncertainty and forcing readers to draw their own conclusions" (638).
2. Read 644.
B. Set the purpose.
1. Read and comprehend T.S. Eliot.
2. Consider the theme: carpi diem.
a. Play a modern song with this theme.
b. Discuss the theme of "seize the day."
3. Be able to define stream-of-consciousness and find textual examples.
4. Be able to define dramatic monologue and consider a textual example.
C. Monitor comprehension.
1. Review stream-of consciousness in LTL.
2. Put dramatic monologue into LTL using the Frayer Model.
3. Consider the title of the poem.
4. Read "The Love Song of J. Alfred Prufrock."
5. Create two graphic organizers: one for stream-of-consciousness and one for dramatic monologue.
6. Freewrite: Does this fulfill the theme of carpi diem?
D. Organize, capture, and remember what is read.
1. Create an outline that focuses on a summary of the poem, the use of stream-of-consciousness, dramatic monologue, and the poem's theme.
2. Find another song that fulfills the carpi diem theme. Bring the CD and the lyrics to class.
Day 34 World War I Crossword AND Review for Unit 4 test
1. Activate and assess prior knowledge.
A. Consider the definition of imagism. What can we deduce about imagist poems?
1. Re-read 638.
2. Read biographies on 654-655.
3. Read "Background for Understanding" on 655.
B. Carousel
1. What subjects did they address?
2. What themes?
3. What did their poems lack?
4. What didn't their poems lack?
C. Knowing what you know, write a poem using imagism.
2. Set the purpose.
A. Define and find examples of imagism in poetry by Pound, Williams, and H.D.
B. Why was Williams an imagist poet?
C. Compare/contrast Williams' poetry and his short story "The Use of Force."
3. Monitor comprehension
A. "Reading Strategy" on 656.
B. "Grammar and Style" on 656.
C. Read the poems orally and discuss as we go.
D. Packet (197-199 in Selection Support).
E. Freewrite: Why was Williams an imagist poet?
4. Organize, capture, and remember what is read.
A. Read "The Use of Force."
B. Venn Diagram: Compare/contrast Williams' poetry and this short story.
Day 35 Unit 4 test
1. Unit 5 Test: Installment 1 review
2. Vocabulary (next ten words)
3. Grammar
Day 36 Introduction to Unit 5, video "Yesteryear 1927" with study guide.
1. Unit 5 Test: Installment #1.
Day 37 "Henry Ford" and do study guide.
1. Introduction to F. Scott Fitzgerald and The Great Gatsby
A. Activate and assess prior knowledge
1. Fitzgerald video.
B. Set the purpose - Parallel history and literature of the 20s.
2. Introduction to the Roaring Twenties Party.
A. Take Inventory of Interests to determine groups.
B. Read through prompt for the 1920s magazine.
C. MLA refresher packet.
D. Roaring 20s Dinner Party Invitation/Information/Requirement Sheet
Day 38 Discuss Postwar Turmoil
1. The Great Gatsby
A. Activate prior knowledge.
1. Review the film.
2. Anticipation Guide on page 3 of Student Packet.
B. Set the purpose.
1. Parallel history and literature of the 20s.
2. Be able to define and apply these literary terms: antagonist, atmosphere, static character, dynamic character, round character, flat character, direct characterization, indirect characterization, climax, internal conflict, external conflict, dialect, diction, epiphany, flashback, foreshadowing, image, imagery, irony, metaphor, narrator, point of view, protagonist, setting, simile, style, symbol, theme, tone.
C. Monitor comprehension.
1. Hand out literary terms packet, study guide, and "Discovering Gatsby" sheet.
2. Read chapter one orally. Do a Think-Aloud.
3. Pair share: fill in study guide and literary terms packet.
4. Read chapters 2 and 3 at home.
5. Continue filling in study guide and "Discovering Gatsby" sheet.
2. Roaring Twenties Magazine and Dinner Party
A. Announce the groups.
B. Announce their topics.
C. Group meeting.
D. RESEARCH using the Internet.
Day 39 Explore the 1920s
1. The Great Gatsby
A. Monitor Comprehension
1. Pair share: Go through study guide and "Discovering Gatsby" sheet.
2. Review the definition of imagery. Poetic Imagery sheet (page 11 in Student Packet).
3. Review character terms. Character Analysis sheet (12).
4. Read chapter 4 silently.
5. Take quiz.
6. Read chapter 5 tonight.
2. Roaring Twenties Magazine and Dinner Party.
A. Group meeting.
B. RESEARCH using the Internet.
3. Grammar and Vocabulary
Day 40 Discuss new consumer items of the 1920s/Newspaper Hunt on the 20s
1. The Great Gatsby
A. Monitor comprehension
1. Create a story map for chapter 5.
2. Jot down 2 questions utilizing the literary terms.
3. Discuss using literary term questions.
4. Read chapter 6 and 7 at home.
2. Roaring Twenties Magazine and Dinner Party.
A. Group Meeting.
1. Discuss magazine's title.
2. Discuss/Design the cover.
3. Design advertisements.
B. Finish research and start writing your article.
Day 41 Cross of Fire
1. The Great Gatsby
A. Monitor comprehension
1. Quiz
2. Create a story map for chapter 6.
3. Jot down 2 questions utilizing the literary terms.
4. Discuss
5. Create a story map for chapter 7.
6. Jot down 2 questions utilizing the literary terms.
7. Discuss
8. Read chapter 8 at home.
2. Roaring Twenties Magazine and Dinner Party.
A. Finish article and entry for Works Cited page..
B. As a group, finish advertisements and cover.
Day 42 Discuss the role of the automobile
1. The Great Gatsby
A. Monitor comprehension.
1. Pair share: create a story map for chapter 8.
2. Read chapter 9 orally.
3. Carousel: Use page 29 in Teacher's Guide.
4. Carousel: Use page 30 in Teacher's Guide.
5. Carousel: Realism and Naturalism
2. Roaring Twenties Magazine and Dinner Party.
A. Submit magazine article and entries for Works Cited page.
B. Submit all team responsibilities/requirements (four advertisements, magazine title, and magazine cover featuring title).
Day 43 Discuss heroes of the 1920s
1. The Great Gatsby
A. Review
1. Character Maps
2. You create the study guide.
2. Roaring Twenties Magazine and Dinner Party.
A. Vote on magazine title/cover
3. Grammar and Vocabulary
Day 44 History test
1. The Great Gatsby Test
2. Start the movie.
Day 45
1. The Roaring Twenties Dinner Party AND 1920s magazine presentation.
2. Watch some more of the movie.
Day 46 Unit introduction: The Great Depression.
1. Finish the movie.
2. The Poetry of Harlem Renaissance.
A. Activate prior knowledge.
1. Review definition of Harlem Renaissance from LTL.
2. Read "Background for Understanding" on 838.
B. Set the purpose.
1. Notes: What do these poems reveal about the shared experiences of African Americans with different backgrounds or from different regions?
2. Notes: How is the Harlem Renaissance reflected in these poems?
C. Monitor comprehension
1. Read poetry 840-851.
2. Find textual examples that answer the questions above.
Day 47 Video "Yesteryear 1933" and study guide.
1. Set the purpose.
A. Analyze the impact of environment/time on Wright's development as both a person and a writer.
B. Consider possible themes in Wright's work including Native Son.
C. Suggest convincing reasons to read and examine Native Son.
2. Activate and assess prior knowledge.
A. Consider these dates, 1908-1960.
B. Brainstorm events that took place across America.
C. Research events that took place in Mississippi.
D. The above dates represent the life span of Richard Wright, the author of Native Son.
E. Define hunger, both physical and otherwise.
F. Brainstorm a list of things that you hunger for.
G. Discuss.
H. Brainstorm a list of things that Richard Wright hungered for.
I. Discuss.
3. Monitor comprehension.
A. Define the following words: segregation, integration, and Jim Crow Laws.
B. Pair Share: using your lists from above as well as further research on the life of Richard Wright, create a timeline of the major events in the author's life.
C. Share findings and opinions.
1. Describe Wright's environment.
2. Describe the overall time in history.
3. Reflect on the relationship between the author's life circumstances and his writing style and purpose for writing.
D. Pair Share: Chart Wright's hungers in a collage, song, drawing etc.
4. Organize, capture, and remember what is read.
A. Construct a 10 line bio-poem about Wright (Instructions).
5. Hand out calendar for Native Son and research paper due dates and deadlines.
Day 48 Causes of the Great Depression
1. Introduce Research Paper.
A. Prompt
B. Prewriting Activity.
C. Review note-taking techniques.
D. Research using the library and Internet.
2. Native Son
A. Activate and assess prior knowledge.
1. Internet Research: Find definitions for: communism, racism, naturalism, determinism, and existentialism.
B. Set the purpose
1. Be able to define the above terms and find textual examples throughout Native Son.
2. Analyze impact of environment/time on Wright and the novel.
C. Monitor comprehension.
1. Put the above terms into LTL using Frayer Model.
2. Discuss examples and non-examples.
3. Journal instructions for Native Son. For each chapter, students will do the following:
a. Summarize the events (5 sentences).
b. Ask five questions of the text (You should use literary terms such as .
1. Why is this character doing this?
2. What might this mean?
3. What does this word mean?
4. Who is this new character?
5. When will this character get a clue about . . .?
c. Reflect (5 sentences).
1. I am wondering why the author . . .
2. This part confuses me because . . .
3. This reminds me of . . .
4. I can't believe this character said or did . . .
5. I can predict . . . because . .
d. Record examples of communism, racism, naturalism, determinism, and existentialism (5 examples). Use colored sticky notes to contrast the different examples.
e. You will receive bonus points for any vocabulary words that you look up, give the part of speech, and use correctly in a sentence.
4. READ!!!
Day 49 Discuss the nation's sick economy. Play the stock market game.
1. Research paper = research using the Internet and the library.
2. Native Son
A. Monitor comprehension = READ!!
3. Grammar and Vocabulary
Day 50 Buy off the Internet.
1. Research paper
A. The thesis statement and essay map.
B. The introduction and conclusion.
C. MLA style documentation.
2. Native Son
A. Monitor comprehension = READ
Day 51 The Dust Bowl and the New Deal
1. Native Son Book 1
A. Organize, capture, and remember what is read.
1. Carousel. Discussion topics include:
a. This book is entitles "Fear." Who is afraid and they are afraid of what?
b. Does Wright succeed in making Bigger a sympathetic character? Why or why not?
c. How do you think Wright views male-female relationships? Explain.
d. What did Wright gain and what did he lose in narrating Native Son Bigger's point of view?
e. Give two examples of "accidental racism."
f. How accurate is WRight's portrayal of racism at this time?
g. Is Native Son dated? Can you tell is was written 62 years ago?
h. Is this novel naturalism or gothic horror?
2. Discuss answers.
3. Pair share.
a. Discuss your examples of communism, racism, naturalism, determinism, and existentialism.
b. Create graphic organizers to share with the class.
c. Hansen's examples for notes.
4. Freewrite: How do we know that the novel takes place during the late 1930s?
Day 52 Franklin D. Roosevelt and the New Deal
1. Research Paper
A. Research.
B. Draft
2. Native Son
A. Activate prior knowledge.
1. Venn diagram = compare/contrast Native Son and To Kill a Mockingbird.
2. Discuss Venn diagrams.
3. Hansen's quotes.
B. Monitor comprehension.
1. Read and journal.
3. Steinbeck and "The Turtle"
A. Activate prior knowledge.
1. Web Quest
A. Go to http://www.museumca.org/global/art/collections_dorothea_lange.html
B. Choose one Dorothea Lange photo.
C. Describe the photo using figurative language techniques: one simile, one metaphor, one example of personification etc.
B. Set the purpose.
1. Be able to define symbol and apply to story.
2. Describe life during the 1930s.
3. How were the people of the 1930s like the turtle?
C. Monitor comprehension.
1. Read.
Day 53 Correct Alphabet Agencies worksheet.
1. Research Paper
A. Finish research.
B. Draft.
2. Native Son
A. Read
B. Journal
3. Federal Writers' Project Web Quest
A. Set the purpose.
1. Describe life during the 1930s.
2. How were the people of the 1930s like the turtle in Steinbeck's story?
3. Double-sided note-taking: What questions should you ask in order to answer the above question?
B. Monitor comprehension.
1. Go to http://memory.loc.gov/ammem/wpaintro/exhome.html
2. Click on "Excerpts from Sample Interviews."
3. Double-sided note-taking: Answer your questions AND note pertinent details.
C. Organize, capture, and remember what is read.
1. Write a paper in which you describe life in the 1930s and answer this question: How were the people of the 1930s like the turtle in Steinbeck's story?
2. 2 pages typed, double-spaced, 14 point font.
Day 54 Impact of the New Deal. Culture of the 1930s. Review
1. Research paper = DRAFT.
2. Native Son = Read and journal.
3. Grammar and Vocabulary
Day 55 Test over Unit 6.
1. Native Son = Read and journal.
2. Research paper = Draft
Day 56 Introduction to Unit 7 - World War II.
1. Research Paper = DRAFT.
2. Native Son = Read and journal.
Day 57 Discuss and take notes on the road to war.
1. Research Paper = DRAFT.
2. Native Son = Discuss Book 2.
A. Organize, capture, and remember what is read.
1. Pair share = Construct a paragraph that answers this question: HOw does committing murder change Bigger's perception of himself, the white world, his friends and family etc.? Find passages that capture his new feelings about himself and his relation to the people around him.
2. Pair share.
a. Discuss your examples of communism, racism, naturalism, determinism, and existentialism.
b. Create graphic organizers to share with the class.
c. Hansen's examples for notes.
4. Freewrite: How do we know that the novel takes place during the late 1930s?
Day 58 Discuss U.S. role in the war.
1. Research Paper
A. Bring two copies to class for peer review.
B. Last minute questions?
2. Native Son = Read and journal.
3. e.e. cummings and W.H. Auden
A. Activate prior knowledge.
1. Read biographies on 692.
2. Read "Background for Understanding" on 692.
B. Set the purpose.
1. Be able to define and apply the meanings of satire and concrete poetry.
2. Consider conformity in reference to selected poems.
3. How are e.e. cummings and W.H. Auden advocates for nonconformity?
4. Locate one concrete poem on the Internet and explain its meaning.
4. Create one concrete poem of your own.
C. Monitor comprehension.
1. Put satire and concrete poetry into your LTL using the Frayer model.
2. Think a-loud with "anyone lived in a pretty how town" and "old age sticks."
3. Do "Check Your Comprehension" and "Critical Thinking" on 695 orally.
4. Think a-loud with "The Unknown Citizen."
5. Do "Check Your Comprehension" and "Critical Thinking" on 697 orally.
6. Ticket out of class: How are e.e. cummings and W.H. Auden advocates for nonconformity?
D. Organize, capture, and remember what is read.
1. Do Literary Focus on 698.
2. Find and explain one concrete poem on the Internet.
3. Create your own concrete poem.
Day 59 Discuss the Holocaust
1. RESEARCH PAPER DUE!
2. Native Son = Read and journal.
3. Robert Frost
A. Activate prior knowledge.
1. K-W-L: The life of Robert Frost
2. Fill in K and W in pairs and then share with the whole class.
3. Internet research and read 802 for L.
B. Set the purpose.
1. Describe Frost's life.
2. How does his life and his poetry reflect the time period in which he lived? i.e. modernism in poetry
3. Be able to define and apply blank verse.
4. Compare/contrast e.e. cummings and Robert Frost.
C. Monitor comprehension.
1. Put blank verse in LTL using the Frayer model.
2. Think a-loud with "Birches" and discuss.
3. Pair share: Do think a-loud with a partner and discuss.
4. Read "Out, Out--" and ask five questions as you read and discuss.
5. Think a-loud with "Stopping by Woods on a Snowy Evening" and discuss.
6. Read "Acquainted with the Night" and apply modernism and imagism.
D. Organize, capture, and remember what is read.
1. Ticket out of class: Does Frost's poetry "fit" into modernism and imagism?
2. Compare and contrast Frost and cummings with a Venn diagram.
Day 60 Discuss D-Day.
1. Native Son = Read and journal.
2. Elie Weisel and excerpts from Night
3. Grammar and Vocabulary
Day 61 Mobilizing the Home Front
1. Native Son = Discuss Book 3.
A. Organize, capture, and remember what is read.
1. Carousel = Discussion topics include:
a. Discuss the structural framework of this novel. In place of the regular chapter divisions of a novel, this novel is divided into three main sections: Fear, Flight, and Fate. Such a triadic structure is reminiscence of the Hegellian dialectic of thesis, antithesis, and synthesis. In such a system, an existing force gives rise to its own opposite, and the conflict between the two is resolved in a synthesis or an entirely new force. Consider the novel from this standpoint.
b. How effective is character development in this novel? Do we have flat (stock) or rounded characters, static or dynamic ones? Consider Bigger, Max, and Jan.
c. Comment on the themes of Native Son. The title itself is profoundly ironic. Who is the "native" son and why? Discuss the relationship between the title and the squalid living conditions of Bigger and other black men in the novel. How are the living conditions of the white people different? In fact, who works for whom and why is this considered normal?
d. What seems to be Wright's message about the failures of the communist party? Why is it a failure?
e. One of the themes of the novel is social injustice, what Stanley Kaplan has called "our great national sin" -- or the treatment of blacks in this country. It is easy for us to consider the horrific treatment of Jews at the hands of the Nazis and to think ourselves and our country above such behavior. But it is important for us to acknowledge that we, as Americans, are guilty of great national sins as well. In addition to our treatment of Negroes in America, who else have we treated abysmally?
2. Pair share.
a. Discuss your examples of communism, racism, naturalism, determinism, and existentialism.
b. Create graphic organizers to share with the class.
c. Hansen's examples for notes.
3. Freewrite: How do we know that the novel takes place during the late 1930s?
Day 62 War in the Pacific
1. Review for Native Son test.
A. You create the study guide.
1. 10 multiple choice.
2. 10 fill in the blank.
3. 10 vocabulary questions.
4. 10 short answer
5. 3 essay questions.
2. Introduction to Unit 6
Day 63 "Time was 1940s"
1. Native Son TEST
2. Introduction to Unit 6
3. Grammar and Vocabulary
Day 64 Test over Unit 7
1. The Crucible
A. Activate and assess prior knowledge.
1. Anticipation Guide page 3 of Student Packet.
2. Go to ("What would you do if . . ." Group Worksheet).
3. Groups: Free associate/Brainstorm "witch" AND define "mass hysteria."
4. Go to http://www.atech.org/faculty/ziegler/AmericanLit/AmLit.htm
a. Go to "Virtual Witch Hunt"
b. Explore
c. Discuss in reference to worksheet and group work.
B. Set the purpose.
1. Compare and contrast the Salem Witch trials to McCarthyism.
2. Understand the living conditions in Massachusetts in the 17th century.
3. Reflect upon the various meanings of the word crucible.
4. Write a literary analysis paper using internal documentation.
C. Monitor comprehension.
1. Read Act I and fill out study guide.
2. Create a story map for Act I.
3. In History books, read "McCarthy Launches His 'Witch Hunt'" and create a circle map for McCarthyism.
Day 65
1. The Crucible
A. Activate and assess prior knowledge.
1. Read the biography on 1086.
B. Monitor comprehension.
1. Discuss Act I.
2. Watch Act I on video.
3. Read Act II and fill out study guide.
4. Create a story map for Act II.
2. "Leningrad"
Day 66
1. The Crucible
A. Monitor comprehension.
1. Discuss Act II.
2. Watch Act II on video.
3. Read Act III and fill out study guide.
4. Create a story map for Act III.
Day 67
1. The Crucible
A. Monitor comprehension.
1. Discuss Act III.
2. Watch Act III on video.
3. Read Act IV and fill out study guide.
4. Create a story map for Act IV.
2. Malcolm X's "My Homemade Education"
3. Grammar and Vocabulary
Day 68
1. The Crucible
A. Monitor comprehension.
1. Discuss Act IV.
2. Watch Act IV on video.
3. Create character maps for the following characters: Abigail, John Proctor, Elizabeth Proctor, Reverend Parris, and Mary Warren.
B. Organize, capture, and remember what is read.
1. Research the real Salem Witch Trials.
2. Create a Venn Diagram comparing and contrasting the actual trials and Miller's version.
3. Go to http://www.atech.org/faculty/ziegler/AmericanLit/AmLit.htm
a. Go to "Arthur Miller"
b. Go to "The Crucible: Fact and Fiction"
c. Summarize the article.
Day 69
1. The Crucible
A. Organize, capture, and remember what is read.
1. Discussion: How is the play like an actual crucible?
2. Research
a. Research McCarthyism, HUAC, and blacklists.
b. Groups of three: Answer the questions on this worksheet (McCarthyism Worksheet).
c. Jigsaw: Send one member to a different group to compare and assess answers.
d. Large group discussion: Similarities between the two eras.
2. Kennedy's Inaugural Speech and Frost's "The Gift Outright"
Day 70
1. The Crucible test
2. Tim O'Brien's literature, poems from Vietnam, and excerpts from Shrapnel from the Heart
Day 71
1. Analyze the lyrics of Counterculture music.
2. Grammar Review
3. Vocabulary Review
4. Billy Joel and the word snapshot.
5. Start the Abacus
Day 72
1. Finish your snapshot.
2. Finish the Abacus
